Abstract
The article focuses on stories, revealing personal experiences related to the technology-mediated education caused by the COVID-19 pandemic and storytelling as a tool in qualitative research. Stories and storytelling may play an important part in qualitative research through presenting a unique, subjective view, which may contribute to the universal perspective. The transition to online teaching has been related to the pandemic, that constitutes a traumatic experience, generating further difficult experiences of an individual nature, which need to be told and shared. That is why, the research through storytelling in the context of the transition to online reality, caused by the pandemic seems to be adequate. Stories as natural phenomena to the human psyche and everyday existence may provide an interesting insight into online teaching, which might have been lost in the limitations of other research tools.
Highlights
The above text represents the attempt of writing a koan of my own in order to start the discussion of the phenomenon of technology-mediated education
Storytelling, through its communicative function, may be used as a tool in the qualitative approach in conducting research, as is illustrated by the study: In this paper we explore early IS research using stories and story fragments, reveal what we learn from observing how researchers in other disciplines use storytelling, and adopt the tenets of the social construction of technology (SCOT) theory as a useful lens for understanding organizational members’ creation of shared meaning through IS stories
Stories and storytelling require an individual and open approach, which are the characteristic features of qualitative research (Wilczyńska & Michońska-Stadnik, 2010, p. 140)
Summary
The above text represents the attempt of writing a koan of my own in order to start the discussion of the phenomenon of technology-mediated education. Contemplating these words is part of the training given by a teacher to help a Buddhist student to awaken (Editors, 2021) As it was stated before, it had not been my idea to start an academic text with a koan. A story occupies a meaningful place in the context of technology-mediated education, especially because of the fact that it has been forced by the COVID-19 pandemic. The above stated psychological benefits of telling stories and the very immediate association of trauma caused by the pandemic has led to the assumption that the application of storytelling as an idea and a qualitative research tool is a natural solution in academic discussions related to technology-mediated education. That is why the selected definitions of the phenomenon are presented of the paper
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